Alternative approaches for conceptualizing children's attributional styles and their associations with depressive symptoms
Article first published online: 5 JUL 2007
© 2007 Wiley-Liss, Inc.
Depression and Anxiety
Volume 25, Issue 9, pages E37–E46, September 2008
How to Cite
Lewis, S. P. and Waschbusch, D. A. (2008), Alternative approaches for conceptualizing children's attributional styles and their associations with depressive symptoms. Depress. Anxiety, 25: E37–E46. doi: 10.1002/da.20322
- Issue published online: 9 SEP 2008
- Article first published online: 5 JUL 2007
- Manuscript Accepted: 13 DEC 2006
- Manuscript Revised: 15 JUN 2006
- Manuscript Received: 22 SEP 2005
- Social Sciences and Humanities Research Council of Canada. Grant Number: 829-1999-0064, 839-2000-1061
- Nova Scotia Health Research Foundation. Grant Number: 304-E
This study examined whether two attribution frameworks relate to each other and to depressive symptoms in children. The first framework used a composite of stable/unstable, global/specific, and internal/external attributions for positive and negative events. The second framework used ability, effort, task difficulty, and luck attributions for positive and negative events. Participants were 185 elementary school children aged 8–12 years old. Results showed that the attribution approaches were significantly but modestly related, indicating that they are separate yet related constructs. Ability and task difficulty shared a high association, indicating that children may view them similarly. Results also showed that both approaches were significantly associated with depressive symptoms, even after taking the other into account. These findings suggest both attribution frameworks are useful for understanding childhood depression. Depression and Anxiety. © 2007 Wiley-Liss, Inc.